A Hull Collaborative Academy Trust school.

Admissions

Every child has to apply for a place at school. It’s a very easy thing to do but you need to follow the application rules that are laid out.

So please read through the guidelines carefully and then you can apply for a place for your child to come to our school.

Admissions will be co-ordinated through Hull City Council.

Further admissions documentation can be found below:

HCAT Consultation on 2020/21 Admissions

We are a primary and secondary Academy Trust currently responsible for 15 academies in 2 local authority areas. In developing these Trust-wide admissions policies, we are seeking to: provide a core of consistency across all our academies on aspects that will reflect our vision and values; while aligning with local arrangements so that parents/carers of potential pupils can more easily navigate their options. This consultation applies to our existing open academies – see admissions policy attached for details

Key points

The Trust proposes a Trust-wide approach to admissions, for September 2020, based on:

1. simple and fair oversubscription criteria that ensure our schools serve their local communities and families

2. participation in the coordinated admissions scheme run by the relevant local authority in which the school is located.

3. alignment with the relevant local authority’s approach on technical details such as how home-to-school distance is measured or how certain terms are defined, to keep things as simple and consistent as possible for parents/carers of potential pupils.

Appeals

Where applications are unsuccessful, there is a right to appeal as set out in the admissions code and this will be explained in the response to the parent/carer. Appeals will be carried out within the timescales set out in the code.

Equality Impact Assessment

There are no identified differential impacts on individuals with protected characteristics set out in the Equalities Act 2010: age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion and belief; sex; or sexual orientation.


Further information:

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Pupils describe behaviour around school as good.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Pupils speak with great pride about ‘being their
best self’.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Dorchester is an inclusive and happy school where pupils get the help they need to achieve well.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Pupils enjoy the positions of responsibility they hold.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted